New lesson plan: Different Places ; Comparative Adjective

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Different Places ; Comparative Adjective - Elementary A1 level

Different Places ; Comparative Adjective
Elementary A1 level

Description

In this lesson , Ss will have the opportunity to use comparative adjective in the context of describe places. Ss will answer gist and detailed questions about the places to go on vacation to get exposed to the topic , and they will highlight TL. After that Ss will answer the guided discovery sentences , and then they go through controlled, semi controlled and freer practice of TL

Materials

Gap fill-handout , Picture of different places, Grammar Clarification notes, OHP, Marking Sentences,

Gap fill-handout , Picture of different places, Grammar Clarification notes, OHP, Marking Sentences,

Main Aims

To provide
To provide clarification on the comparative adjective with its short adjectives , adjectives that end in - y and irregular adjectives in the context of describing places.

Subsidiary Aims

To provide a gist reading about seeing different places by a travel guidebook.
To provide

Procedure (11-15 minutes)

Stage 1 • Warmer / Lead in To set lesson context and engage students.

Show Ss picture of things that shows the difference between them. Ask Ss to compare the things and to discuss them in pairs. Ss check the answer together , and then whole class feedback.

Stage 2 Pre- Teaching • To teach the blockers in the reading text.

Ss are set in pairs. Teacher asks students to read the three conservations and mark the sentences according to the conversation. Ss check the answer together , and then whole class feedback. Peer correction where necessary.

Stage 3 • Exposure : Reading for Gist . To provide context for the target language through a question for gist.

Set Ss in pairs , and give clear instructions about the activity ; reading for gist Ex. In pairs discuss where the texts could be from. a) a nature magazine. b) a travel quidebook c) a geography textbook Which place is famous with its ski

Stage 4 • Exposure : Reading for details. To provide context for the target language through a question for details.

Ss are given instructions about the detailed reading activity. Ss read the text again and answer the comprehension questions. 1. Why is The Sierra a popular destination for tourists ? 2. How much lift tickets cost a day ? 3. Is tha accommodation cheap in Sierra ? 4. Is eating expensive in Sierra ? Ss check the answer together & the whole class feedback. Ss go to the board and write the answers. Peer correction if necessary .

Stage 5 (3-5 minutes) • Highlighting T demonstrate and models the first sentence in the text. To draw students' attention to the target language.

Ask Ss about tis structure . When they come up with an answer , ask them to highlight the sentences in the text. Ss check the answer together and then whole class feedback via projecting the text on the board and Ss highlight TL on the board. Write: Lift tickets passes are usually ............ Eating on the mountain is ...................... Elicit cheaper , more expensive

Stage 6 (8-10 minutes) • Clarification To clarify the meaning , form and pronunciation of comparative adjective

Teacher shows the chart with the rules of comparative adjectives on the board and asks Ss to read it. Teacher clarifies form and the rules of different syllables of the target comparative adjective. Pass out the analysis HO and ask Ss in pairs to complete the sentences. Ss check the answer together ad give whole class feedback by asking Ss to write the answers on the board. T models the comparative and drill the sentence with Ss for pronunciation , stress and intonation.

Stage 7 • Controlled Practice To concept check and prepare students for more meaningful practice

Pass out the gap- fill handout. Ss alone do the gap-fill exercises. SS check in pairs. Whole class feedback. Answers on the board. Error correction if necessary.

Stage 8 • Free Practice To provide students with free practice of the target language.

Ss are seated in groups of 3 and ask them to write and discuss two cities differences by using comparative adjective. Students change groups to share their ideas with the new group . T monitors and take notes on the errors and delayed feedback after the activity. Write the errors on the board and ask the Ss to find the mistake. Whole class feedback follows.